Globalization and environmental education: looking beyond sustainable development

Jickling, Bob; Wals, A.E.J.

doi:10.4324/9781315144566-13

Cited by 52 publications

(101 citation statements)

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“…There is no singular definition or agreed‐on meaning for the concept of sustainability (Jickling & Wals, ). One of the earliest and most widely accepted definitions of sustainability emerged from the Brundtland Commission: “sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs” (World Commission on Environment and Development, , p. 43).…”

Section: Sustainability Overviewmentioning

confidence: 99%

“…It also positions the environment, economics, and social issues as separate spheres, which places them in opposition to each other, and leads us to deal with them as problems within separate arenas instead of part of the same whole (Rathzel & Uzell, ). Transformative education is co‐created knowledge that has been socially constructed by a broad base of participants and has the capacity to move us beyond sustainable development (Jickling & Wals, ). A transformative approach claims the focus on environmental problems doesn't allow for a healthy environment to be the norm and leads to oversimplification of environmental issues on the part of educators in their curricula (Stevenson, ).…”

Section: Sustainability Education Overviewmentioning

confidence: 99%

“…The radical perspective on sustainability education is largely transformative in nature, while the conservative perspective is transmissive (Jickling & Wals, ). Within the field of adult education, sustainability is viewed from a more radical perspective.…”

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confidence: 99%

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Sustainability, Ecojustice, and Adult Education

Griswold

2017

New Dir Adult Contin Educ

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Section: Sustainability Overviewmentioning

confidence: 99%

Section: Sustainability Education Overviewmentioning

confidence: 99%

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Sustainability, Ecojustice, and Adult Education

Griswold

2017

New Dir Adult Contin Educ

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“…In examining Target 4.7 we do not adopt a position on what is meant by either 'sustainable development' or 'education for sustainable development' and we fully acknowledge that the term 'ESD' is highly controversial and that its usefulness has been contested, especially by environmental educators (Jickling & Wals, 2008). Nevertheless, we accept that the language of ESD has become so entrenched-not only in the SDGs themselves but also in a vast body of United Nations literature, particularly around the UNESCO 2004-2014 'Decade of Education for Sustainable Development'-that it would be unrealistic to imagine that current objections alone could secure its replacement with a less politically loaded term (such as 'education for sustainability').…”

Section: Operationalizing 'Esd' Through the Conventional Approachmentioning

confidence: 99%

“…While some targets for other SDGs also have relevance to ESD, especially Target 12.8 "ensure that people everywhere have the relevant information and awareness for sustainable development and lifestyles in harmony with nature") and Target 13.3 ("improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning"), these are very much narrower in focus than This indicator is problematic not only because of the narrow scope, but also its promotion of a transmissive rather than a transformative view of ESD (c.f. Jickling & Wals, 2008). The recognition by the IAEG members that this indicator does not fully reflect the concepts found in the target (i.e., lacks sampling validity) is evident in their decision to call for proposals for alternative indicators (IAEG-SDG, 2015a).…”

Section: Operationalizing 'Esd' Through the Conventional Approachmentioning

confidence: 99%

Measuring what matters? : Exploring the use of values-based indicators in assessing Education for Sustainability

Brockwell

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enormously grateful to you, not only for believing in me and encouraging me to embark on a PhD, but also for your tireless energy and enthusiasm in leading the group in co-designing the overarching ESDinds and 'Starting from Values' projects, and the smaller research studies within it that provided the basis for these and other published works. This PhD has been a long and sometimes frustrating journey, and it's entirely thanks to you that I was able to persevere with it after the initial disappointments, enrol as an external candidate at Wageningen with you as a copromotor, and finally -after more than seven years -see it through to completion.Huge thanks are also due to my promotor Arjen Wals and co-promotor Peter Tamás for your tireless support -not only academic, but also practical, logistical and emotional. Thank you both for putting up with my succession of personal and professional crises, gently nudging me back to the thesis work every time I drifted away, helping me get over my inferiority complex and impostor syndrome, guiding me to the greatly-appreciated financial support from Wageningen University and Research at a critical time, and providing valuable guidance on the content, structure and tone of the introduction and discussion chapters. On that note, I am also grateful to the administrators at Wageningen School of Social Sciences for facilitating the enrolment process, especially in relation to my name change, and the stipend payment. I greatly appreciate the help provided by Erwin Hellegering with cover design and printing of the thesis.Much of the research included in this thesis built on the earlier efforts of other researchers who designed and conducted field work, and created resource materials, during the ESDinds project.

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Global climate change in U.S. high school curricula: Portrayals of the causes, consequences, and potential responses

2018

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Broad misconceptions about global climate change (GCC) could hinder efforts to address this large‐scale problem, and curricular materials can play a substantial role in what students learn about GCC. This study examines how U.S. high school textbooks and supplemental curricular materials published between 2007 and 2012 portray the causes, consequences, and potential responses to GCC. Our data included text segments related to these topics in five science textbooks, four social studies textbooks, and eight sets of GCC supplemental materials. To analyze these text segments, we conducted several rounds of coding, first categorizing curricula by their acceptance of the human causes of GCC and then coding relevant text segments on several dimensions related to the consequences of and potential responses to GCC. Findings indicate that (1) about half the curricula portray human activity as a major cause of current climate change, (2) most curricula include information about climatic changes but few details about potentially proximal, near‐term impacts of GCC, and (3) most curricula offer a narrow set of strategies for responding to GCC. These findings suggest that educators should critically examine curricular materials they use to teach about GCC and that scholars should continually examine how GCC is portrayed to youth.

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Globalization and environmental education: looking beyond sustainable development

Cited by 52 publications

References 0 publications

Sustainability, Ecojustice, and Adult Education

Sustainability, Ecojustice, and Adult Education

Measuring what matters? : Exploring the use of values-based indicators in assessing Education for Sustainability

Global climate change in U.S. high school curricula: Portrayals of the causes, consequences, and potential responses

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